Engaging Local Stakeholders from Postsecondary and/or Workforce

SLDS May Monthly Webinar 1

ENGAGING LOCAL STAKEHOLDERS FROM POSTSECONDARY AND/OR

WORKFORCE

Tuesday, May 28, 2013

Melissa Beard, Washington Education Research and Data Center (ERDC)Jayson Chung, Wisconsin Department of Public InstructionCharles McGrew, Kentucky Center for Education and Workforce Statistics

SLDS May Monthly Webinar

• What does engagement of PS and Workforce look like in your state

• Strategies used to engage PS and Workforce• Challenges faced and how they were overcome or are being

overcome• Tactics for overcoming perceived legal issues regarding

sharing between K12 and PS and/or Workforce• Issues encountered engaging PS versus Workforce and

different approaches used• Questions and Answers

OVERVIEW

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WASHINGTON


CONTEXTEducation Research and Data Center created

by statute in 2007 and located in the Governor’s budget agency (Office of Financial Management)

Statute includes all the public education entities and the employment agency as partners

OFM has collected public 4-year post-secondary enrollment since the late 1990’s

ARRA SLDS grant in 2009WDQI grant in 2012


State and local education agency involvement in data governance committees from the beginning

Monthly webinars with public 4-year institutions

Annual campus visitsHigh involvement in data mapping

activities

ENGAGEMENT IN WASHINGTON

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Individual agencies losing control of the message

No private higher education dataData privacy concerns

CHALLENGES

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Communicate and learn about data needs in order to determine benefits

Get data out in small doses quicklyData use summitsData use handbooksFeedback reports and data setsBelief that all partners bring a valuable

perspective that strengthens P-20W work

STRATEGIES

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WISCONSIN

WISCONSIN DEPARTMENT OF HEALTH SERVICES


• 2009 Wisconsin Act 59: Authorizes cooperative research on education programs, and requires a student LDS. • Authorizes education agencies to cooperatively

evaluate each others’ programs to improve student academic achievement.

• Written agreement (the “Compact”) under which agencies will establish a student LDS…which may be of the federated variety.

• 2013-2015 budget bill: SLDS provision would add Workforce and Children & Families to the Student LDS Compact. Emphasizes sharing workforce data.

LEGAL AUTHORITIES


THE DEVELOPING FEDERATED SLDS ECOSYSTEM

Entity Resolution Tool

(TBD)

WI Student No.(In operation)

DWD(Workforce)

DCF(Children &

Families)

DHS (Health)

UW System WTC

System

WAICU

2009 ARRA Grant: Early Childhood 2009 ARRA Grant: Postsecondary(Statutory compact members)

2012 RTTT Early Learning Project Proposed legislation’s student LDS compact members

DPI


GROWING AN SLDS USING ORGANIC METHODS

No. of Account-ability Obligations

SLDS Comfort

Level

Relationship of Agencies’ SLDS Comfort Level to

Data Reporting Requirements,

Based on Imaginary Data

Some common, effective engagement practices as applied to SLDS growing, from the perspective of a “lead” agency

• If you have any say in the matter, find the right people to work with.

• Give the process time to “breathe” so that positive relationships can develop based on trustworthy behavior.

• To the extent possible, understand and respect the unique pressures and obligations each partner must deal with. Give each partner the support and “space” to deal with these.


• Define joint responsibilities and interests, while protecting individual agency autonomy

• Within the group, communicate clearly, pay attention to semantic issues, be predictable & avoid surprises

• Make common messaging—to superiors, stakeholders, constituents, policy makers—a priority.

• Transition from a project mentality to a long term management mentality as soon as possible. Think about governance (predictability, mutual safety) as soon as practicable.

• Try to keep control of the SLDS “agenda” in your state by being proactive (e.g., research priorities)

• Don’t forget to talk the talk – Why are we doing this?

GROWING AN SLDS…


KENTUCKY


• K-12, SHEEO, and Educator Licensure were the original founders with Education and Workforce Development Cabinet Secretary

• Creation of state policy questions reached out to legislators, governor’s office, practitioners, organizations, workforce, economic development

• Focus groups created for each major report like the high school feedback reports and inclusion of workforce staff on reports that utilize their data

• Extensive outreach with presentations and contact to a variety of stakeholders including school boards, postsecondary institutions, legislative committees, researchers, and media

• Board includes agency heads from K12, SHEEO, Educator Licensure, Financial Aid, and Cabinet with an advisory group that also includes College of Education Deans and institutional researchers

• KLDS includes UI and is incorporating WIA and other workforce program data as well as apprenticeships

ENGAGEMENT IN KENTUCKY

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CONTEXT• Started with original Kentucky High School

Feedback Reports in 2005-06 – conversations back to 2003 and original plan in 2007

• Kentucky P-20 Data Collaborative formed in 2009 with an MOU and an SLDS grant

• Executive Order to support Collaborative in 2010• Recurring state budget started in 2012• Executive Order establishing the Office of

Education and Workforce Statistics (KCEWS) in 2012 with legislation in 2013 and naming workforce directly


• Using de-identified data limits work to reporting and analysis and not operational issues

• Demand for information is out-pacing staff resources• Political questions about who controls the reporting

processes with new office role• Need to expand to include federal employees and

out-of-state college attendance and employment as well as other data sources to provide more accurate/complete information

• Understanding how to properly utilize workforce, training, and employment data

CHALLENGES

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• Involve a variety of stakeholder communities and leaders in decisions and when designing reports and information tools including agency staff

• Address the low hanging fruit by releasing useful information that is more easily available now and expanding over time

• Secure executive orders and legislation as well as develop rules for data de-identification to eliminate potential legal stumbling blocks that make it easier to work together

• Beginning design for a data portal to make information easier to locate

• Develop internal tools to make it easier and faster to respond to data requests

• Provide agencies with reporting tools and create information for their stakeholders

• Annual research agenda that is vetted with stakeholders and advisory group which is approved by the Board

• Operating principals geared toward filling in holes and gaps between agencies and not replicating their efforts and reporting services for agencies that lacked strong reporting systems

• Provide services for agencies such as workforce by assisting with data requests and support from our analysts and researchers on technical issues

STRATEGIES

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QUESTIONS &

ANSWERS


Contact information:• Keith Brown, SLDS State Support Team:

[email protected]• Melissa Beard, Washington Education Research and Data

Center (ERDC): [email protected]• Jayson Chung, Wisconsin Department of Public Instruction:

[email protected] • Charles McGrew, Kentucky Department of Education:

[email protected]

CONTACTS & ADDITIONAL RESOURCES

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mailto:[email protected]




Engaging Local Stakeholders from Postsecondary and/or Workforce

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